Unit9Whatdoeshelooklike4课时教案.doc

Unit 9 What does he look like?
Learning Objectives
一、Topics（话题）:
Physical appearance
二、Functions (功能)
Describe people’s looks
三、Structures (结构)
1. What questions
2. Adjectives of description
3. Alternative questions
四、Target Language (目标语言)
What does he look like?
He’s of medium build.
Is he tall or short?
He’s tall.
Do they have straight or curly hair?
They have curly hair.
五、Vocabulary （词汇）
straight, tall, thin, heavy, round, handsome, face, mouth, eye, nose, glasses, actor, actress, put, describe
be of medium height/build, look like, wear glasses, a little, in the end
六、Skills (技能)
Listening for key information
Scanning in reading
七、Recycling （复习巩固）
Joe Brown has …
He’s about … years old.
I like him because …
八、教材分析
本单元以描述人的外表为话题，共设计了三个部分的内容。旨在通过本单元的教学使学生学会使用“What does he/she look like?”的句型询问别人的外表；用英语描述别人的发型，身高，身材以及其它特征。并能学以致用，用所学知识描述自己的朋友，喜欢的老师及演员的等。
Section A 如何描述别人的发型，身高及身材。区别 “He’s…” 和 “He has…”。
1a, 1b, 1c主要是学习如何询问外貌，及发型，身高和身材的表述。
2a, 2b, 2c, 2d继续学习发型，身高和身材的表述。
Grammar Focus, 3a, 3b, 3c主要是区别 “He’s…” 和 “He has…”。
Section B 学会描述人们的其它体貌特征，如面部特征，着装特点；学会代词的用法。
1a, 1b, 1c, 1d, 1e学会描述五官，及着装配饰的等。
2a, 2b, 2c学会代词的指代关系。
3a, 3b, Self Check检测本单元所学的知识，学会用英语介绍自己的好朋友，及自己的父母。
九、教学目标
1. 通过本单元的学习，学生能用英语介绍、询问、交流别人的外表。并能用英语对每个被描述者进行思考。例如，当描述发型及五官等要用“He has…” 的句型，描述身高和身材等用“He is…”的句型。
2. 通过本单元形容词的学习，学生能用英语思考，并能熟练的描述他人外表。
十、教学重难点：
1. 熟练掌握询问和描述外表的句型。
2. 能正确运用所学形容词描述他人。
十一、课时安排
第一课时：完成Section A 1a–2c
第二课时：完成Section A 2d–3d
第三课时：完成Section B 1a–1e
第四课时：完成Section B 2a–Self Check

The First Period (Section A, 1a–2c)
Teaching aims （教学目标）
1. 学会表述描述他人体貌特征的形容词。
2. 能听懂有描述他人外表的对话。
2. 学会简单描述他人发型，身高及身材。
3. 学会用特殊疑问句来询问他人的外表。
Language points (语言点)
1. 词汇：1)名词n. height，build
2)形容词adj. curly, straight, tall, medium, thin, heavy
2. 句型：What does … look like?
He/she is …
He/she has …
Difficulties （教学难点）
1. 描述他人外表形容词的读音及拼写。
2. 描述他人外表的特殊疑问句。
3. 形容词的叠加使用。
Teaching steps （教学步骤）
1. Warm-up and revision（课堂热身和复习）
（1）Daily greetings to the Ss
(2) Revision （复习）：Review numbers and some adjectives.
T: How many people are there in your family?
Who are they? Is your mother tall/ short/beautiful …?
【教学设计说明】本单元主要话题是描述人的外貌，因此从复习家庭成员的名称入手，并用已经学过的形容词对家庭成员进行简单的描述。进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。
2. Presentation （呈现新知识）
(1) Present the new words: tall, short, heavy, thin, medium height, medium build.
Show the pictures of different persons and help Ss to understand the new words. Help them to describe the people in the pictures by using “He/she’s (of) …”.
(2) Present some pictures of different haircuts. Help Ss to understand the new words: long hair, short hair, curly hair, straight hair. Help them to describe persons by using “He/she has …”.
【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。
3. Work on 1a （完成1a）
(1) Match the words with the people in the picture.
(2) Talk about the picture with Ss using the target language.
T: What does “a” look like? S: She’s heavy.
【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用描述外表的两个基本句型。
4. Work on 1b （完成1b）
（1） Listen and fill in the blanks in the picture, then check the answers.
(2) Find Amy’s friend.
【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受这样可以增强他们的学习自信心。
5. Drill (练习)
Ask some Ss to repeat the conversation and change the words used.
T: Let’s play a game. Get into pairs and repeat the conversation in the picture. Then, repeat the conversation but now you are to change the words used.
(第一轮应提问成绩较好的学生，第二轮提问成绩较差的学生)
【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。
6. Work on 1c （完成1c）
（1）T: One of the people in 1a is your friend. Describe your friend. Your partner will find him/her.
(2) Ask some pairs to present their conversations to the class.
【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。
7. Work on 2a & 2b (完成2a和2b)
（1）T: Please turn to page 50. Look at the sentences in 2a. Read them aloud.
（2）T: Now listen carefully and answer the questions.
（3）T: Can you answer the questions? Please check your answers.
（4）T: Now, please take a look at 2b. Listen again and fill in the chart.
（5）T: What does … look like?
S: She’s … and has…
【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生填表格，是检查学生能否听懂并拼写所学单词。
8. Work on 2c （完成2c）
（1）Have Ss get into pairs. Student A is to look at the chart in 2b. Student B will ask Student A questions about one of the people in the chart and then draw a picture of the person.
T: I need two persons to come to the blackboard. Student B will ask Student A questions about one of the people in the chart and then draw a picture of the person. The rest of the class should draw the picture in your exercise books.
（2）Find another pair to do the same thing and compare their drawings.
【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。
9. Homework （课后作业）
Oral: 1. 朗读并熟记第49页的单词和句子。
2. 准备一张全家福，用所学的单词和句型进行介绍。
Written: 抄写第49页的单词和句子。

The Second Period (Section A, 2d–3d)
Teaching aims （教学目标）
1. 能在日常情境中描述人的外表。
2. 能用所学内容解决实际问题。
3. 区别句型 “He/she has …” and “He/she’s (of) …”.及选择疑问句。
Language points (语言点)
1. 词汇：1) 名词n. tonight, cinema, glass (glasses),
2) 形容词adj. little
3) 副词 adv. later
4) 短语 a little
2. 句型：What does … look like?
Is he tall or short?
Do they have straight or curly hair?
She has long straight hair.
Difficulties （教学难点）
1. 区别句型 “He/she has …” and “He/she’s (of) …”.
2. 选择疑问句的回答。
Teaching steps （教学步骤）
1. Warm-up and revision (课堂热身和复习)
（1） Check Ss’ homework Ask some Ss to show their family photos and describe their family members using the target language.
（2） Talk about some pictures. Have Ss discuss how the people in the photos look like.
【教学设计说明】通过描述自己家人的外貌，达到复习与巩固的作用。同时增进同学之间的相互了解。
2.
Work on 2d （完成2d）
（1）Role-play the conversation in 2d.
(2) Follow the example in 2d and make up a conversation.

(3) Read the conversation and answer the following questions.
Q1. What are Mike and Tony going to do tonight?
They are going to the movie tonight.
Q2. Where will Tony meet David?
He will meet David in front of the cinema.
Q3. What does David look like?
He has brown hair and wears glasses. He’s of medium height.
【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。
3. Grammar Focus
(1) Read through the sentences.
(2) Ask Ss to focus on the questions and answers.
【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。
4. Work on 3a （完成3a）
(1) Write the words in the correct box.
(2)Check Ss’ answers.
(3) Make sure Ss understand when to use “is” and when to use “has”.
【教学设计说明】在表述外貌时，何时用is，何时用has一直是学生的难点问题，此表格的设置让学生更直观的体会这两个词的区别。
5. Work on 3b （完成3b）
1) Circle the correct words to complete the conversation.
(2) Have Ss get into groups to check their answers. Then ask some groups to present their answers to the class.
【教学设计说明】巩固3a内容。
6. Work on 3c
Have Ss read the questions and answer them.
Ask them to tell their partners about their answers.
Have some pairs present their answers to the class.
7. Work on 3d （完成3d）
Play a guessing game. Have a student describe someone in the class. Then ask the other Ss to guess who he/she is describing.
【教学设计说明】 猜同学能够增进同学之间情感交流，提升学生学习兴趣。
8. Homework （课后作业）
Describe one of your favorite teachers in your school, or one of your favorite actors or actresses. Don’t writer his/her name.
Copy the new words in Section A five times. Then recite them.

The Third Period (Section B, 1a–1e)
Teaching aims （教学目标）
1. 学会观察并准确描述描述他人体貌特征。
2. 能熟练谈论他人的外貌特点。
3. 学会描述他人的五官及着装、配饰等。
4. 理解听力材料。
Language points (语言点)
1. 词汇：1) 名词n. face, mouth, eye, nose, singer
2) 形容词adj. blonde, round
2. 句型：What does … look like?
He/she is …
He/she has …
Difficulties （教学难点）
1. 准确抓住他人特点进行描述。
2. 身体部位名词拼写与复数形式的变化。
Teaching steps （教学步骤）
1. Warm-up and revision（课堂热身和复习）
Play the Where is …? game to review the parts of the body. Have Ss stand up and do this together.
T: Everybody follow me, where is your head？
Ss: Here it is.
T: Everybody follow me, where is your hair？
Ss: Here it is.
T: Everybody follow me, where is your face？
Ss: Here it is.
T: Everybody follow me, where are your eyes？
Ss: Here it is.
T: Everybody follow me, where is your mouth？
Ss: Here it is.
T: Everybody follow me, where is your nose？
Ss: Here it is.
【教学设计说明】1.复习了身体部位的单词。2. 将本课时五官名词自然呈现。3。充分达到热身目的，提高了参与率。
2. Presentation （呈现新知识）
（1） Show four pictures and talk about their appearances.
T: Look at the baby. Can you describe how it looks like?
S1: It has a round face.
T: What about the eyes?
S2: The baby has big eyes.
2. Work on 1a. Match the words with the pictures.
3. Check Ss’ answers.
【教学设计说明】通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。
3. Pairwork
Have Ss get into pairs and describe the four pictures in 1a..
A: What does the woman in “a” look like?
B: She has curly hair.
A: Does she have big eyes or small eyes?
B: She has big eyes.
【教学设计说明】 通过对话练习使学生进一步掌握五官的单词，以及五官的表述方法，并能够更直观的理解并记忆新单词。
4. Work on 1b （完成1b）
（1）Make sentences about famous people. Fill in the blanks.
（2）Have Ss take turns to make a sentence about famous people.
【教学设计说明】培养学生的观察力，通过简单的造句提高课堂参与率。
5. Listening practice (听力练习)
（1）Work on 1c. Listen and write Johnny Dean’s and Tina Brown’s jobs in the chart.
(2) Work on 1d. Listen again. What do Johnny and Tina look like? Complete the chart in 1c.
(3) Ask Ss to get into pairs and role-play the conversation. Have some pairs role-play the conversation in the front of the class.
【教学设计说明】本部分听力练习旨在锻炼学生提取细节信息的能力。1c要求学生听出职业的单词。而1d要求学生听出关于外貌的形容词。角色扮演的设置主要是将孩子带入情境。
6. Pairwork
(1) Work on 1e. Make a conversation about your favorite singer or athlete, and how he/she looks like.
(2) Have some pairs present their conversations to the class.
【教学设计说明】 这个阶段的学生都有自己的偶像，谈论明星能激起学生学习英语的兴趣，当语言变成一种需要时，学生们便能自然的张开嘴了。
7. Homework
Write a short passage about how your favorite singer, actor/actress, or athlete looks like.

The Fourth Period (Section B, 2a–Self Check)
Teaching aims （教学目标）
1. 能用所学知识区别不同人的特点。
2. 能理解代词在短文中指代的对象。
3. 能够掌握5组反义词。
4. 能用所学知识写出精美文章。
Language points (语言点)
1. 词汇：1) 名词n. artist, crime, criminal, way, end, jeans.
2) 形容词adj. real
3) 动词 v. put, describe
4）代词 pron. each, another
5） 副词 adv. differently
6）短语 in the end
2. 句型：He usually wears …
He/she is …
He/she has …
Difficulties （教学难点）
1. 理解较长文章及文章中代词的指代对象。
2. 用所学知识写出完整的文章。
Teaching steps （教学步骤）
1. Warm-up and revision（课堂热身和复习）
Check Ss’ homework. Have some Ss to their descriptions of their favorite singer, actor/actress or athlete to the class. Then get the rest of the class to guess who he/she is.
T: Who is your favorite singer, actor/actress or athlete? Can you describe him/her to the class?
S1: He is a singer. He’s of medium height. He has brown hair and small eyes. I like his singing.
【教学设计说明】通过对明星的描述，激发学生学习兴趣。复习描述外貌的形容词。为完成2a做好铺垫。
2. Work on 2a
Complete the chart with words of the opposite meaning.
young
heavy
tall
short
curly
old
thin
short
long
straight
【教学设计说明】通过写反义词能帮助学生更好的理解与记忆形容词，并能帮助学生形成知识网络。
3. Presentation （呈现新知识）
(1) Work on 2b. Read the newspaper article.
T: Which picture shows the real criminal?
Read the article again carefully and answer the questions.
Q1. What’s Joe Brown’s job?
Q2. What does Joe Brown do?
Q3. Is his job easy?
Q4. Why do people may describe the same person differently?
(2) Work on 2c. Read the article again and write what the words in bold refer to.
1. He = Joe Brown 2. it = a picture of the criminal
3. him = the criminal 4. this = a police artist
5. they = many people 6. He = the criminal
【教学设计说明】阅读文章应先略读在细读。因此第一个问题的设置要求学生略读找到关键词语进行推测。接下来的4个问题能够帮助学生对文章有整体理解。2c的设计能够帮助学生更好的理解文章，读懂细节。
4. Work on 3a
Jack is Bill’s best friend. Fill in the blanks with the words in the box.
Ask some Ss to read the passage. Go through the answers with the class and explain each blank.
Pay attention to some sentences and phrases. They will help Ss in writing.
“My best friend is …”
“Let me tell you what he looks like.”
“First of all”
“I like him because …”
“be good at”
【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。
5. Work on 3b & Self Check
Write a passage about your best friend. These questions may help you.
What is your friend’s name? height
My best friends What does he/she look like? build
What does he/she like to wear? hair
Why do you like him/her? other features
Help Ss finish their compositions.
【教学设计说明】由于在前面课时已经对家庭成员进行描述，因此本环节将3b与Self Check进行整合，合并为一篇描写好朋友的文章。在写作之前帮助学生建造文章结构，并积累语言。
6. Homework
(1) Recite the text in Section B, 3a.
（2）Finish your composition.
(3) Complete Self Check.